On the other hand, the society lacks its true values, which are variables and various ideas from individuals. Therefore, in order to prevent our society from evolving in to the one in Brave New World. Teachers should pay enough attention to each student and encourage students to think
So, If a child is in a social group deprived of these factors he could underachieve. One example of cultural deprivation is parental interest. This is argued by sociologist JWB Douglas. Douglas argued that the most important factor affecting a child's attainment was parental interest in the child’s education. This is because if the parents lacks this they wouldn't be able to encourage and help their child with their studies in the same way others do.
Teachers often misinterpreted their behaviour as threatening when no threat was intended. When teachers acted upon this, pupils responded negatively and further conflict resulted. Gilborn concluded that much of the conflict between white teachers and black pupils stems from racial stereotypes teachers hold rather than the pupils’ actual behaviour. Teachers were less likely to see pupils from other ethnic backgrounds as a threat or to punish them, even if they behaved in the same way as the black pupils. The term ethnocentric describes an attitude or policy that gives priority to the culture of one particular ethnic group while disregarding others.
They are unable to search for their own identity, because it has pretty much been taken away from them. If uniforms are suppose to promote students with discipline, then why should students have to lose their individuality and be deprived of self-expression in the process? The two major places where discipline is encouraged are prison and the military. "If the aim is to teach students to be able to think for themselves and acquire kills needed to direct their own behavior based on informed choices and personal decision-making (something prohibited in both prisons and the military), then maybe we should reconsider
Bernstein’s early work comes close with being a ‘cultural deficit’ model. Although Bernstein is sometimes accused of claims he never actually made, his early writings do seem to make a negative judgement on the ‘restricted code’. Murray from the New Right perspective has more recently pursued the theme of the development of an underclass culture. The poorest stratum in society have a distinct set of values which stem from high rates of illegitimacy, single parenthood, welfare dependency, poor socialisation of children. This cultural deprivation which Murray controversially links to lower IQ levels, is seen as creating a group of pupils who are fundamentally alienated from the education system.
If a W.C student is labelled by a middle-class (M.C) teacher the student often believe that the teacher is right therefore they take that label they have been given and they become a self-fulfilling prophecy which means they accept the label they have been given and stay that standard, this is basically saying if a student is labelled negatively they stay negative because they are ‘fulfilling their own prophecy’ so they are now going to underachieve in education. This is effected by poverty due to W.C generally not being able to afford nice uniforms so the teacher can tell they come from a W.C background because they don’t look as smart as the M.C students. Another reason in the claim that poverty is the main reason for W.C underachievement is because they are generally more fatalistic. If a W.C child is fatalistic in school then it means that they are also culturally deprived, because they are culturally deprived they have attitudes which insist that they are not going to do well in school because for example their parents didn’t then they will not try to get an education as they are fatalistic about being setup to fail in
Cultural deprivation sociologists see three factors as accountable for working-class under-achievement. One such factor being the lack of intellectual stimulation. Working class families are less likely to give their children educational toys and activities that will stimulate their thinking and reasoning skills, and less likely to read them. This effects their intellectual development so that when they begin school they are at a disadvantage compared with middle-class children. Another factor responsible for working-class under-achievement is the restricted speech code.
Tschinkel believes “we are failing to instill a love of learning in most of our students, replacing it instead with a pointless “game-the system” approach”. Tschinkel also states, the blame falls not only on the students, but on the entire educational system- professors, teachers, parents, the media- which encourages the sport metaphor and misrepresents the value of a true education. Tschinkel feels that students can change this mentality and actually take their education seriously however, this transition will be hard. The educational value of this article is for students and professors to realize
Children with a lack of cultural capital are more likely to use the restricted code (limited vocabulary) which disadvantages them at school as they feel excluded and are therefore less successful. Working-class children typically use the restricted code. Bourdieu argues that cultural capital affects academic achievement as it ties in with educational capital. Middle-class children with cultural capital are better equipped to meet the demands of the school curriculum.
The participants were less likely to grow bored and impatient, and as part of the enriched environment, teachers offered a higher amount of motivation. In experiences that involved a teacher just teaching for the paycheck and poor surroundings, there seems to be a lack of desire to learn and little motivation from the teacher. Enrichment and motivation just have to come from other places, such as home oran education center. Sadly, some families do not have the resources to ensure a positive learning center. Fixed Sequence in Development with Individual Variations The second principle of Piaget’s theory, according to Dr. Bingham-Newman and Saunders (1977), is that the steps of development are in a fixed sequence and individuals will proceed at varying paces.